Chapter 2: Needs Analysis: Teacher and Parent Survey Results

2.1. Introduction: role of needs analysis in the project

In the context of the AAC-Inclusion project, the development of the toolkit is based on a fundamental step: the analysis of end-user needs. This approach ensures that the resources produced are not only theoretical, but that they respond to concrete problems encountered in the field.

The questionnaires were administered to two main target groups:

●        teachers, working in different educational contexts (regular education, inclusion, special education)

●        Parents, accompanying children with communication difficulties

The objective of this survey was twofold:

1. Identify the difficulties encountered in supporting communication
2. Understand the expectations for tools and training

2.2. Survey methodology

The survey was conducted in several project partner countries, to reflect a diversity of educational and cultural contexts.

Types of questions

The questionnaires included:

●        closed-ended questions (scales, multiple choice)

●        open-ended questions (feedback, expectations)

Topics covered

●        Level of knowledge of AAC

●        Current practices

●        Challenges

●        Tool requirements

●        Training needs

Respondent profile

●        teachers of different levels (elementary, secondary, specialized)

●        Parents of children with language or communication disorders

This diversity has made it possible to obtain a global and nuanced vision of needs.

2.3. Main results: teachers' point of view

The teachers' responses highlight several strong trends.

1. A lack of practical training

A significant proportion of teachers indicated that they had not received sufficient training in AAC.

When training exists, it is often perceived as:

●        too theoretical

●        Not very applicable in the classroom

●        insufficiently supported

This creates a feeling of insecurity in the use of tools.

2. Difficulty integrating into the classroom

The teachers emphasize that:

●        Time is limited

●        Classes are heterogeneous

●        The needs are multiple

In this context, they express difficulties in integrating AAC into their daily practice.

They are therefore looking for tools:

●        Simple

●        Quick to set up

●        Compatible with classroom management

3. Lack of ready-to-use media

A very clear need emerges: to have supports that can be used directly.

Teachers want to:

●        Visual cards

●        communication boards

●        Reproducible models

without having to create all the tools themselves.

4. Need for pedagogical coherence

Teachers also insist on the need to:

●        structure the materials

●        avoid dispersion

●        Use consistent systems

It is in this context that standardized resources such as those of ARASAAC are particularly relevant.

2.4. Key Results: Parents' Perspective

The parents' responses complement and enrich this analysis.

1. Feeling of lack of reference points

Many parents express:

●        uncertainty about their child's needs

●        difficulty understanding the proposed methods

They ask for tools:

●        Simple

●        explicit

●        Easy to use at home

2. Difficulty dealing with frustration

Parents frequently describe situations where the child:

●        cry

●        gets angry

●        refuses to cooperate

These behaviors are often linked to an inability to express a need.

AAC appears here as an essential lever for:

●        Reduce frustration

●        improve mutual understanding

3. Need for continuity with school

A central point stands out:

the lack of coherence between school and family practices

Parents indicate that they do not always have:

●        the same tools as the school

●        of the same instructions

●        of the same strategies

This limits the effectiveness of interventions.

4. Waiting for concrete support

Parents are not only asking for tools, but also:

●        Simple explanations

●        Real-world examples

●        Step-by-step guides

hence the importance of a structured manual.

2.5. Cross-analysis of results

The comparison of the responses of teachers and parents makes it possible to identify several major findings.

Observation 1: massive need for simplification

The two groups converge on one point:

Tools should be simple and accessible

Observation 2: need for standardized visual aids

Visual aids appear as:

●        effective

●        Universal

●        Easily transferable

Observation 3: need for structured support

Users don't just want tools, but also:

●        a frame

●        a method

●        A guide

Finding 4: Importance of school-family coherence

The success of the systems is based on: the alignment of practices in the different environments

2.6. Implications for the design of the toolkit

These results directly influenced the design of the AAC-Inclusion Toolkit.

The toolkit has been designed to meet precisely the needs identified:

1. Offer ready-to-use tools

●        Visual cards

●        Communication boards

●        Printable Templates

2. Offer clear guides

●        Detailed steps

●        Concrete examples

●        Practical recommendations

3. Ensure consistency

●        Use of standardized pictograms

●        Structured organization

4. Foster collaboration

●        Tools for use at school and at home

●        common language

2.7. Conclusion

The needs analysis is an essential foundation of the AAC-Inclusion project.

It clearly shows that:

●        The difficulties are shared

●        Expectations are converging

●        Solutions must be practical and accessible

The proposed toolkit is fully in line with this logic, by offering a structured, progressive and user-centric response.